چکیده:
If we are keen to boost the process of language learning, we need to study every aspect and component of our course. To this end, we carry out an investigation in which every detail of the course is put under microscope. Assessment of a course is an attempt in which different type of information is gathered systematically in order to study the working of a language instruction program. Certainly, program evaluation might be carried out for fulfilling different goals and purposes. Therefore, an evaluator should clarify the audience and the objectives of conducting program evaluation from the very beginning in order to obtain some adequate results. Different researchers have presented different proposals for the specific time of collecting data, type of data, and procedures of gathering data. Consequently, an evaluator should be familiar with the different dimensions of program evaluation. Also, some researchers treat program evaluation as a neat product, i. e. merely consisting of learners’ end of instruction scores. Yet, others consider program evaluation as a process. At this juncture, the important issue is the selection of an appropriate design for the implementation of the actual process of the evaluation. It is suggested that the illuminative model is rather a proper design for program evaluation because of its different advantages. This article attempts to shed some light on the dimensions, goals, and design of the course study.
خلاصه ماشینی:
Goals, Dimensions, and Design of Program Investigation* Leila Dobakhti** Assistant Professor of TEFL, Tabriz Islamic Art University (corresponding author) Mohammad Zohrabi Assistant Professor of TEFL, University of Tabriz Abstract If we are keen to boost the process of language learning, we need to studyevery aspect and component of our course.
Assessment of a course is an attempt in which different type of information is gathered systematically in order to study the working of a language instruction program.
Therefore, the audiences of an evaluation might include funding agencies, educational institutions, administrators, program staff, curriculum developers, parents, teachers, other researchers and evaluators, and students who might be interested in the evaluation results.
Therefore, any program evaluation might be carried out based on one of the following approaches: 1- Goal-attainment and/or product-oriented approaches 2- Static-characteristic approaches 3- Process-oriented approaches 4- Decision-facilitation approaches.
" On the other hand, summative evaluation is the process of gathering information at the end of a program.
" Mainly, process evaluation tries to study all the aspects of the curriculum, for example, teachers’ methods of teaching, materials, needs, objectives, testing, and perceptions’ of the students, teachers and administrators, etc.
That is, in this type of evaluation, information is collected in order to check whether the aims of the program are being achieved (Brown, 1995).
" On the whole, in order to interpret the qualitative data, the evaluator can utilize them "in a principled and systematic manner [because] they are more important to actual decisions made in a program" (Brown, 1989, p.